MONITORING STUDENTS’ ACHIEVEMENTS IN MATHEMATICS AS A METHOD OF TEACHERS’ PROFESSIONAL DEVELOPMENT

Abstract

The article concerns the educational diagnosis and its connection with teachers’ professional development. Based on literature review, as well as the conclusions from the research, the characteristics of the diagnosis conducive to the development of teachers were defined. They became the reference point for the evaluation of the project titled: What can we already do? Monitoring students’ skills a year before the primary school final exam. The analysed concept of the diagnosis assumes two goals: to reliably measure students’ mathematical skills and to support mathematics teachers. In addition, the involvement of students in the research process is an opportunity to develop the diagnostic competences of prospective educators. The assessment was conducted based on research reports, teacher surveys, as well as observations and self-reflections of experts-researchers carrying out the diagnosis. The main problem in the effective execution of the diagnosis understood in this way is the lack of teachers’ involvement in the diagnosis. This may stem from a widespread mistrust and the fear of control that is common among teachers. In the case of a formally imposed diagnosis, it takes time and friendly support from experts-researchers for teachers to overcome their reluctance to research. The key task for the external researchers is convincing teachers that the diagnosis aims to be an impulse for reflection and self-development, and not a verification of the teachers’ competences. Involving teachers and students in the execution of specific stages of the diagnosis is a good practice and it needs to be ensured that their participation is even greater. Execution of the diagnosis understood as support for the teacher, requires proper planning of the entire research process. The structure of tests and the nature of diagnostic tasks are of great importance, as they should enable the analysis of student errors.